Investigation of High School Students’ Geometry Course Achievement According to Their Learning Styles

Abstract

The aim of this study is to investigate high school students’ geometry course achievement according to their learning styles. 11th grade students in İzmir constitute the general universe of the research and the sampling of the research comprises of 11th grade students in Karabağlar district. Sampling of the research consists of total 50 high school students, determined by using appropriate sampling method. 60% (n=30) of these students are female and 40% (n=20) of them are males.
 
 Both quantitative and qualitative research methods were used depending on the main and sub-questions of the research. Kolb’s Learning Style Inventory was used in order to determine the learning styles of the students. 
 
 As a result of the research, it was found out that most of the students who have diverging learning style were female students (77.8%), most of the students who have accommodating learning style were female students (75%), the number of male students (47.4%) and the number of female students (52.6%) who have assimilating learning styles are close and it was found out that, among the students who have converging learning style, female students (55.6%) were more than males. It was determined that there was no statistically significant difference between the geometry achievement scores according to learning styles and that the students' geometric achievement means were statistically significant according to gender. It was proposed that taking learning styles into account in the regulation of education environments can help to increase achievement.

Students’ learning style and its effect on blended learning, does it matter?

“…These group of people are capable of revising concrete situations from different angles and take their thoughts and feelings into consideration. These types of people are objective, patient, and suited in a various artistic field such as psychology, literature, nursing, media, theatre, design, journalism, and social work [19,30,31].…”

“…The main characteristic of this type of person is creating conceptual models as they love conceptualization and abstract ideas. They are suited to educational research, mathematics, sociology, theology, law, physical sciences, and biology [19,30,31].…”

“…They are people that successful in terms of solving problems, deciding with systematic planning and apply ideas through practical. These types of people are committed to medical technology, computer science, engineering, accounting, economics, environmental sciences, and agriculture and forestry [19,30,31].…”

Enfoque holístico de la metodología de los Estilos de Aprendizaje en una institución educativa

“…Según el objetivo pretendido se han elegido herramientas de diagnóstico y estrategias de aplicación. Gokalp, M. (2013), Gappi, L. L. (2013), Altun, H. (2019), Alnujaidi, S. (2019), Biabani, M., Izadpanah, S. (2019).…”

Student Achievement on the Concepts of Light and Shadow in Different Assessment Formats: Students Learning Styles and Gender

“…Kolb's Experiential Learning Model is summarized in Figure 2. Kolb & Kolb, 2005) Learning styles of students are important for teachers in order to maximize their learning since students' learning styles are related to their academic achievement (Altun, 2019;Berber, 2016;Kamışlı & Özonur, 2019;Reynolds, Dallaghan, Smith, Walker & Gilliland, 2019;Villajuan, 2019). Learning styles are personal learning styles that facilitate learning, increase motivation and academic achievement, and help the student overcome difficulties in learning easily (Li & He, 2016 as cited in Cevher & Yıldırım, 2020).…”